An Analysis of Collaboration between Colleges of Education and Arts &amp; Sciences in PT3

Brantley‐Dias, Laurie; Calandra, Brendan; Harmon, Steve; Shoffner, Mary B.

doi:10.1007/s11528-006-7601-2

Cited by 2 publications

(1 citation statement)

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“…In addition, high-stakes testing can result in the shift of using technology from teaching and learning to using it to facilitate assessment (Bichelmeyer, 2005). The ''No Child Left Behind'' act has placed great emphasis on testing and has accordingly drawn more attention to comparative test scores (Brantley-Dias, Calandra, Harmon, & Shoffner, 2006). Such emphasis on testing, argued Schneiderman (2004), undercuts the potential promise of technology as a teaching and learning tool.…”

Section: Assessmentmentioning

confidence: 99%

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Hew

Brush

2006

Education Tech Research Dev

1,369

909

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Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.

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Section: Assessmentmentioning

confidence: 99%